Objectives (5 - 7 minutes)

1. Understanding the structure of subordinate adverbial and adjectival sentences: Students must be able to identify the basic structure of subordinate adverbial and adjectival sentences, differentiating them from main and coordinate sentences. They must also understand the role that these sentences play in the construction of the text's meaning.

2. Identifying subordinating conjunctions: Students must learn to identify subordinating conjunctions and differentiate them from coordinating conjunctions. To do this, they must be able to recognize the different types of semantic relationships that subordinating conjunctions establish between sentences.

3. Practicing the formation of compound sentences by subordination: Once students have learned the structure of subordinate sentences and how to identify subordinating conjunctions, they should be able to apply this knowledge to form compound sentences by subordination. They must be able to rewrite simple sentences as compound sentences, using adverbial and adjectival subordinate clauses.

Secondary objectives:

• Develop reading and interpretation skills: Through the study of subordinate sentences, students should improve their skills in reading and interpreting texts, since understanding these structures contributes to the overall understanding of the text.

• Promote writing practice: From the formation of compound sentences by subordination, students must practice writing, contributing to the development of their skills in written expression.

Introduction (10 - 15 minutes)

1. Content review: The teacher should begin the class by reviewing the basic concepts already studied by the students about coordinate sentences and the importance of conjunctions in the formation of sentences. This will serve as a basis for the introduction of the new topic. (3 - 5 minutes)

2. Problem situations: The teacher can propose two problem situations to arouse the students' interest:

   • Situation 1: The teacher can present a complex sentence like "Even though it was raining, the show was not canceled". Ask students what they think the conjunction "even though" is doing in the sentence. (2 - 3 minutes)

   • Situation 2: The teacher can present a sentence like "The book that I bought is very interesting". Ask students why the word "that" is different from the "that" used in coordinate sentences. (2 - 3 minutes)

3. Contextualization of the subject: The teacher should explain that the study of subordinate sentences is fundamental for the understanding and production of more complex texts, such as articles, dissertations, and reviews. In addition, it is possible to highlight the importance of understanding the difference between subordinate and coordinate sentences to avoid errors of agreement and coherence in the text. (2 - 3 minutes)

4. Introduction to the topic: The teacher should introduce the topic of subordinate adverbial and adjectival sentences, explaining that these structures are used to give more information to the text, such as causes, conditions, consequences, comparisons, etc. Examples of sentences that use these structures can be presented to illustrate the concept. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1 - "Conjunction Scavenger Hunt" (10 - 12 minutes):

   • Preparation: The teacher should prepare cards with sentences from various textual genres, such as news, poetry, instructional texts, etc. in advance. Each sentence should contain a subordinating conjunction. The sentences should be printed in different colors, so that students can easily identify them.

   • Execution: The students, divided into groups, should receive a set of cards. They should read each sentence, identify the subordinating conjunction, and discuss the meaning it expresses in the sentence. Then, they should paste the sentence on a poster, write the subordinating conjunction in bold, and explain the meaning it conveys in the sentence. The group that correctly identifies and explains the most conjunctions wins.

   • Objective: With this activity, students will be able to identify and understand the meaning of subordinating conjunctions, as well as develop collaborative and argumentation skills.

2. Activity 2 - "Rewriting Texts" (10 - 12 minutes):

   • Preparation: The teacher should prepare in advance a set of short texts of different genres and levels of complexity that contain sentences with subordinate clauses.

   • Execution: The students, still divided into groups, should receive a text and a set of cards with the subordinate sentences from the text, but without the conjunctions. They should identify the missing conjunction on each card and paste it in the correct position in the text. Then, they should rewrite the text, replacing the main sentences with subordinate clauses. The objective is for the final text to be a period composed of subordination.

   • Objective: With this activity, students will have the opportunity to practice forming compound sentences through subordination, as well as developing their reading and text comprehension skills.

3. Activity 3 - "Sentence Quiz" (5 - 7 minutes):

   • Preparation: The teacher should prepare a quiz with multiple choice questions about subordinate adverbial and adjectival sentences.

   • Execution: The students, still divided into groups, should answer the quiz questions. Each correct answer will be worth one point. The group with the highest score wins.

   • Objective: With this quiz, students will have the opportunity to review the concepts learned in a fun and interactive way.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher should promote a group discussion where each team will share the solutions or conclusions reached during the activities.
   • Each group will have a maximum of 3 minutes to present their findings. During the presentations, the teacher should encourage interaction among the groups, allowing them to ask each other questions and provide constructive feedback.
   • This is an opportunity for students to learn from each other, reinforcing the concepts and skills covered in class. In addition, group discussion promotes the development of communication and collaboration skills.

2. Connection with the Theory (3 - 5 minutes):

   • After the presentations, the teacher should summarize the main points discussed, making the connection with the theory presented at the beginning of the class.
   • The teacher should highlight how the activities carried out illustrate the practical application of the theoretical concepts and how the understanding of subordinate clauses contributes to reading and writing more complex texts.
   • This step helps consolidate learning, allowing students to see the relevance and usefulness of the concepts learned.

3. Individual Reflection (2 - 3 minutes):

   • To end the class, the teacher should propose a moment of individual reflection.
   • Students should think for a minute about the following questions:
     1. What was the most important concept learned today?
     2. What questions have not yet been answered?
   • After a minute of reflection, the teacher can invite some students to share their answers. This will allow the teacher to assess the level of student understanding and identify any areas that may need review or clarification in future lessons.
   • In addition, this step encourages students to become aware of their own learning process, promoting autonomy and responsibility for their own learning.

Conclusion (5 - 7 minutes)

1. Summary of the Contents (2 - 3 minutes):

   • The teacher should summarize the main points covered during the lesson, reinforcing the concept of subordinate adverbial and adjectival clauses, the importance of subordinating conjunctions, and the formation of compound sentences through subordination.
   • It is necessary to recall the different subordinating conjunctions and the meanings that they can express in the structure of the text.
   • The teacher should also emphasize the difference between subordinate and coordinate sentences, reinforcing the role that each plays in constructing the meaning of the text.

2. Connection Between Theory and Practice (1 - 2 minutes):

   • The teacher should explain how the class connected the theory, practice, and application of knowledge.
   • It should be emphasized how practical activities, such as the "Conjunction Scavenger Hunt" and "Rewriting Texts", allowed students to apply theoretical concepts in a fun and engaging way.
   • The teacher should emphasize how understanding subordinate sentences contributes to the reading and writing of more complex texts.

3. Complementary Materials (1 - 2 minutes):

   • The teacher should suggest additional study materials to students who want to deepen their knowledge on the topic. These materials can include textbooks, educational websites, explanatory videos, and online exercises.
   • The teacher should encourage students to explore these resources, reminding them that practice and review are fundamental for effective learning.

4. Importance of the Topic in Everyday Life (1 minute):

   • To conclude, the teacher should emphasize the importance of the topic in everyday life.
   • It should be explained that the ability to correctly identify and use subordinate clauses is essential not only for the study of the Portuguese language but also for understanding and producing texts in diverse everyday situations, such as reading news, writing emails, preparing academic work, among others.